Unit 2 Things that matter Grammar Activity 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 2 Things that matter Grammar Activity 教学目标和重难点 教学目标 Language Ability: Master the target grammar and apply it in listening, speaking, reading and writing. Cultural Awareness: Understand the connection between grammar and life themes to respect cultural differences. Thinking Quality: Develop logical and critical thinking through grammar exploration. Learning Ability: Cultivate autonomous and cooperative learning skills in grammar practice. 教学重难点 Key Points: Grasp the form, meaning and usage of the target grammar (subject clause, verb-ed form as predicative) in the unit. Difficult Points: Flexibly use the target grammar in real contexts and avoid common mistakes in sentence structure and logical connection. 教学过程 Lead-in: Context Activation (Warm-up and Lead-in) The teacher starts the class by showing a short video related to "things that matter in life", such as a clip about friendship, health, or dreams. After playing the video, the teacher asks students two questions: "What things matter most in your life?" and "How would you describe these important things in English?". Then, the teacher writes down 3-4 sentences from students’ answers on the blackboard, some of which contain the target grammar (e.g., "What matters most to me is my family." "Being healthy is essential for a happy life."). After that, the teacher guides students to observe the sentences and asks: "What do you find special about these sentences? How are they structured?". Design Intention: The lead-in links the grammar activity with the unit theme "Things that matter", which helps students connect new knowledge with the familiar unit context and activate their prior knowledge. The video and interactive questions arouse students’ interest and participation, laying a foundation for the subsequent grammar exploration. By presenting sentences with target grammar in students’ own answers, the teacher makes abstract grammar concrete and reduces students’ sense of distance from new knowledge. Presentation: Grammar Explanation and Discovery Present the target grammar (Subject Clause) with unit-related materials. The teacher shows 2-3 sentences from the unit’s reading passage or grammar activity section, such as: "What we value in life is often not material things." "That we need to cherish our relationships is a truth we should remember." Then, the teacher guides students to analyze the structure of these sentences: identify the subject part and the predicate part, and summarize that the subject is a clause (subject clause). The teacher explains the definition of subject clause: a clause that functions as the subject of a sentence, usually introduced by connectives like that, what, who, when, where, how, whether, etc. Analyze the form and usage of subject clause. The teacher classifies the connectives into three types: that (used to introduce a declarative clause, no meaning in the clause, can be omitted in informal occasions), wh-words (what, who, when, where, how, etc., with specific meanings, cannot be omitted), and whether (used to introduce a interrogative clause, meaning "whether", cannot be omitted). For each type, the teacher gives 2-3 examples combined with the unit theme, such as: "That we help others can bring us happiness." (that-clause), "What makes life meaningful is giving rather than taking." (what-clause), "Whether we can keep a positive attitude determines our quality of life." (whether-clause). Then, the teacher emphasizes the sentence structure: Subject Clause + Predicate, and reminds students that when the subject clause is long, we can use "it" as the formal subject to avoid top-heavy sentences, e.g., "It is important that we balance our study and rest." Present the second target grammar (Verb-ed Form as Predicative). The teacher continues to use unit-related sentences, such as: "The old house is well-preserved because it carries many memories." "Her voice is deeply moved when she talks about her hometown." The teacher guides students to observe the verb-ed form in the predicate position and explains that the verb-ed form can be used as predicative, expressing the state or feeling of the subject. The teacher distinguishes the verb-ed form (passive meaning or passive feeling) from the verb-ing form (active meaning or active feeling) with examples: "The book is interesting." (verb-ing, describes the book’s feature) vs. "I am interested in the book." (verb-ed, describes the speaker’s feeling). Discovery-based learning. The teacher divides students into groups of 4-5, and gives each group a worksheet with 8-10 sentences (including correct and incorrect ones) related to the two target grammars. The groups are required to discuss and identify the subject clauses and verb-ed forms as predicative, correct the incorrect sentences, and summarize the key points of usage. After 5-6 minutes of discussion, each group sends a representative to share their findings, and the teacher comments and supplements, emphasizing the key and difficult points. Design Intention: This part adopts the "presentation-discovery-explanation" teaching mode, which conforms to the cognitive law of senior high school students. By using unit-related materials, the teacher ensures the consistency between grammar teaching and the unit theme, helping students understand the practical application of grammar in context. The group discussion encourages students to participate in the learning process actively, develop cooperative learning ability and logical thinking ability. By letting students discover and summarize grammar rules by themselves, the teacher enhances students’ sense of achievement and deepens their understanding of grammar knowledge. Practice: Consolidation and Application (Layered Practice) Practice 1: Basic Consolidation (Fill in the Blanks). The teacher distributes a worksheet with 15 fill-in-the-blank questions, which are closely related to the target grammars and the unit theme. The questions are divided into two parts: subject clause and verb-ed form as predicative. For example: 1. ______ (what/that) matters most to us is the love from our family. 2. The ancient relics ______ (preserve) well by the local government. 3. It is necessary ______ (that/whether) we learn to appreciate the small happiness in life. Students finish the exercises independently, and then the teacher checks the answers together with the whole class, explaining the reasons for each answer, especially the common mistakes (e.g., confusing that and what, misusing verb-ed and verb-ing forms). After checking, students correct their own mistakes and take notes of the key points. Design Intention: Basic consolidation exercises help students master the basic form and usage of the target grammars, consolidate the knowledge learned in the presentation part. The exercises are closely related to the unit theme, which strengthens the connection between grammar and context. Independent completion and collective correction help students find their own weak points and deepen their memory of grammar rules. Practice 2: Intermediate Application (Sentence Rewriting). The teacher gives 10 simple sentences, and requires students to rewrite them using the target grammars. For example: 1. We should cherish our friendship. (Rewrite using subject clause with that) → That we should cherish our friendship is very important. 2. The movie moved her deeply. (Rewrite using verb-ed form as predicative) → She was deeply moved by the movie. 3. What is your dream? It determines your efforts. (Combine into one sentence with subject clause) → What your dream is determines your efforts. Students finish the rewriting exercises in pairs, and then exchange their answers with another pair to check and correct each other. The teacher walks around the classroom to provide guidance for students who have difficulties, and selects 2-3 typical answers (including correct and incorrect ones) to comment on. Design Intention: Sentence rewriting helps students flexibly apply the target grammars, transforming simple sentences into more complex and formal ones, which improves their language expression ability. Pair work and mutual checking enhance students’ cooperative learning ability and communication ability, and let students learn from each other. The teacher’s guidance and comments help students solve problems in time and avoid making the same mistakes again. Practice 3: Advanced Application (Contextual Writing). The teacher sets a scenario related to the unit theme: "Write a short passage (80-100 words) about ‘the most important thing in my life’, using at least 2 subject clauses and 2 verb-ed forms as predicative." Before writing, the teacher gives a sample passage to guide students: "What matters most in my life is my mother’s love. That she always supports me when I am in trouble makes me feel warm. Her hands are worn out because of hard work, but her smile is always bright. I am deeply moved by her selfless love, and I promise to repay her one day." Then, students write the passage independently. After finishing, students exchange their passages in groups, and each group selects the best passage to share with the whole class. The teacher comments on the shared passages, focusing on the correct use of target grammars, logical connection and content relevance to the theme. Design Intention: Contextual writing integrates grammar practice with writing ability training, which conforms to the requirement of "applying grammar in practical communication" in the new curriculum standard. The scenario setting is closely related to the unit theme, which helps students combine grammar knowledge with real life and improve their comprehensive language application ability. Group sharing and teacher’s comments not only let students learn from excellent works, but also enhance their confidence in writing and grammar application. Consolidation: Error Correction and Summary Error Correction. The teacher collects common mistakes made by students in the previous practice (e.g., "What he said is surprised." → "What he said is surprising."; "It is important what we keep healthy." → "It is important that we keep healthy."), and presents them on the blackboard. Students are asked to correct the mistakes in groups, and explain the reasons for the mistakes. The teacher summarizes the common mistakes and reminds students to pay attention to them in future use. Grammar Summary. The teacher guides students to summarize the key points of the two target grammars together. Students are encouraged to express their own understanding, and the teacher supplements and sorts out: (1) Subject Clause: definition, connectives (that, wh-words, whether), formal subject "it"; (2) Verb-ed Form as Predicative: usage, difference from verb-ing form. The teacher emphasizes that grammar is not only a set of rules, but also a tool for communication, and we should use it flexibly according to the context. Design Intention: Error correction helps students identify and avoid common mistakes, deepen their understanding of grammar rules. The student-led summary encourages students to sort out the knowledge they have learned independently, develop their inductive and summary ability. The teacher’s emphasis on the communicative function of grammar helps students establish the correct concept of grammar learning, avoiding mechanical memory of rules. Extension: Theme-based Application and Development Group Discussion. The teacher divides students into groups of 4-5, and sets the discussion topic: "What things matter in our school life? How can we use the grammar we learned today to describe these things?". Each group discusses for 5-6 minutes, and prepares a 2-minute group report, which should include at least 3 sentences using the target grammars. During the discussion, the teacher walks around to guide students to use the target grammars correctly and help them organize their language. Group Report. Each group sends a representative to give the group report. After each report, other students can ask questions or make supplements. The teacher comments on each report, focusing on the correct use of target grammars, the fluency of expression and the relevance to the topic. The teacher gives positive feedback and encouragement to students’ performance, and puts forward suggestions for improvement. Homework Arrangement. The teacher assigns two types of homework: (1) Basic Homework: Finish the grammar exercises in the textbook’s Grammar Activity section, and review the key points of the target grammars. (2) Extended Homework: Write a 100-120 word passage about "a thing that matters to my friend", using at least 3 subject clauses and 2 verb-ed forms as predicative, and share it with the class in the next lesson. Design Intention: The group discussion and report integrate grammar practice with oral expression, improving students’ oral communication ability and flexible application ability of grammar. The theme of the discussion is closely related to students’ daily life, which makes grammar learning more practical and interesting. The layered homework (basic and extended) meets the needs of different students, helps students consolidate the knowledge learned in class and extend their learning to after class, forming a good learning cycle. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $